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논문검색은 역시 페이퍼서치

Journal of Pan-Pacific Association of Applied Linguistics (Journal of PAAL )검색


  • - 주제 : 어문학분야 > 언어학
  • - 성격 : 학술지
  • - 간기: 반년간
  • - 국내 등재 : KCI 등재
  • - 해외 등재 : -
  • - ISSN : 1345-8353
  • - 간행물명 변경 사항 :
논문제목
수록 범위 : 24권 2호 (2020)
초록보기
This article critically examines the current state of a cross-cultural distance learning program (CCDLP) for English learning in an English as a Foreign Language (EFL) context, which has been running since 1998 among four universities in Korea, Japan, and Taiwan. The initial purpose of the program was to provide a networked English language learning program to overcome the limitations of Asian EFL contexts where authentic interaction in English is minimal and to enhance intercultural competence. With physical exposure to international students on campuses increasing and further developments in communication and educational technology, the CCDLP has needed to evolve. In this article, how courses offered in the program have changed is analyzed. Data from a survey given to participants in two courses in the program were examined to determine participants’ perceptions towards their contributions and satisfaction with the courses in the program. Results show that courses need to be more customized to maximize interaction through online collaborative learning and that the technology part of such a program no longer needs to be emphasized in the wake of widespread remote learning. Lastly, implications for distance learning programs in general are discussed.
5,400
초록보기
China is a nation with linguistic and ethnic diversity. Putonghua, which translates to “common language” is the common spoken language in mainland China, also known as Standard Chinese historically and Mandarin Chinese in English, has been actively promoted for over half a century aiming at facilitating communication among people with different dialects across China. Under the nationwide promotion of standard Chinese since the State Council issued Instructions Concerning the Promotion of Putonghua in 1956 (Zhou & Sun, 2004), the linguistic ecology represented by the interaction among Putonghua and other dialects in urban contexts has changed dramatically. Based on the three dimensional language policy theory which includes the language ideology, the language practice and the language management (Spolsky, 2004), this study intends to investigate the family language ecology of 30 Chinese parents from 20 urban families with children aged three to seven years. Through analyzing the data collected from survey questionnaires and two interviews, the results indicate that the status of dialect has been marginalized consensually by parents within the family domain. Additionally, parents are shielding their children from dialect both consciously and unconsciously. This study concludes with a discussion of implications for future Family Language Policy (FLP) research within the distinctive Chinese context.
7,200
초록보기
This study investigates the initial encounters of 30 Thai senior citizens and the four Thai musician-celebrity coaches in the blind auditions of “the Voice Senior Thailand season 1”. The analysis was drawn from studies on compliments, politeness, and face work. The analysis found that both overt-oriented and covert-oriented compliments were used extensively when the coaches evaluated the senior contestants’ vocal performances. The use of such compliments exhibits the shift from a distant relationship to a closer one. The prominent use of covert-oriented compliments as face-maintenance and face-enhancing strategies and as distance-minimization or imposition-mitigation strategies (Blum-Kulka, 2005) suggests rapport management between the four coaches and the senior contestants. Such interconnectedness of the multidirectional functions of compliments in Thai as well as face and politeness found in this study could exemplify how both younger and older generations of Thai people interact to form and shape a closer relationship in their first encounters in contemporary Thai language. This study could shed some lights on cross-cultural studies of complimenting behaviors and politeness in similar contexts or in other contexts related to younger and older generations in aging societies (e.g., workplace contexts or senioreducation settings).

Topics of English Sentences in Expository and Narrative Proses

( Hongmei Wu ) , ( Nirada Chitrakara )
6,500
초록보기
Due to the fact that both the subject and the topic can occupy the initial position of the sentence, English subject is always deemed as the UNMARKED TOPIC (Lambrecht, 1994), while the topic is not always the subject. In accordance with Rizzi’s (1997) topicalization, both the subject and the topicalized constituents can be topics. Many other languages are found to have multiple topics (Erteschik-Shir, 2007). This study agrees that more than one topic is possible in English. With respect to the order, it finds that the principle of end-weight, applies only to the DP subject topics, but not other preposed constituents. The preverbal constituents in the data abide by the topic-comment structure in general. Via the authentic data, we find that the subject topic is prominently DPs. Non-subject topics are PPs, CPs, adverbs, AdvPs, and DPs, among which PPs are prominent in expository texts while CPs are prevailing in narrative proses. The frequent appearance of the PPs is found to be the genre-effect that PPs are compact structures often used as the sentence opener to make the discourse coherent in expository texts. Meanwhile, the conspicuous occurrence of the CPs, inter alia, the control constructions, is due to the characteristics of the chronological linkage in narrative proses.
5,900
초록보기
This study examined the effects of an approach that promotes EFL learners’ critical thinking in an online EFL setting. Although recent studies have examined approaches to foster EFL learners’ critical thinking, studies conducted in online settings are under-development. The participants were 31 Japanese undergraduate students enrolled in an online EFL course; their degree of critical thinking and resistance towards critical thinking were examined. First, the students’ sense of classroom community was measured using the Rovai’s Classroom Community Scale. Second, the frequency of using critical thinking in their English writing was observed adopting with Stapleton’s rubric, and the resistance towards learning critical thinking was measured through a questionnaire. The results indicated that students could feel a sense of classroom community in online lessons as well as face-to-face settings, and improvements in critical thinking were found in students’ writing regardless of the differences in their English proficiency level. A resistance towards tackling questions that required higher-order thinking was observed among low English proficiency level students compared to a face-to-face classroom setting. This study suggests that an online EFL course aiming to promote critical thinking reduce students’ resistance offering both informal and formal interactive opportunities to answer questions involving higher-order thinking skills.
5,900
초록보기
This study investigates the effects that three different test presentation formats, i.e., written Korean, written English and aural English, have on EFL learners’ listening comprehension. A total of 169 Korean college students participated in this study. The participants were divided into six groups, by three presentation format types and two proficiency levels. They were presented with multiple-choice English listening tests. The results of the study showed that listening questions using the written Korean presentation mode were the easiest for them, while the aural English options were the most challenging. The analysis showed that high and low proficiency level students performed differently on the listening tests. The high level students performed best in written Korean and written English test formats, and had the most trouble with aural English tests. Students of both proficiency levels performed measurably better with test options written in Korean as compared to the other two presentation modes. Results of the post-test survey showed that test options written in participants’ L1 were most preferred by the students, while the aural English option was the least favorable test method. However, the participants considered the aural English test mode to be the most fair and appropriate method of assessing test-takers’ listening comprehension abilities.
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